A Study of Korean Minority Education 1970-Present : Evaluating Thirty Years of Research and Practice

摘要本研究旨在探讨1970年以来朝鲜族少数民族教育实践的成果与问题。本文分析了24年来在日外国人教育全国大会（Zenkoku Zainichi Gaikokujin Kyoiku Kenkyu Kyogikai）上发表的724篇实践报告。分析的重点是：1)日本学校推广朝鲜族的逻辑；（二）实名鉴定；3)日语在朝鲜族教育中的位置4)保障韩国学生就业机会的决策逻辑5)校外与朝鲜族接触对日本教师的影响；6)遇到朝鲜族的日本教师的个人叙事；7)韩国教师的地位和认可度；(8)对新兴教育的认可。除了上面列出的八个个体分析外，本文还对韩国少数民族教育的总体特征和问题进行了识别和总结。研究结果揭示了朝鲜族教育的独特机制。首先，有一种认知框架，将韩国人的居住视为殖民统治的结果，并/或将他们置于受歧视的少数民族的类别中。这导致了日本人和韩国人群体的固定地位，也决定了生活在日本的两个群体之间的任何关系。例如，日本教师刻板地认为所有韩国学生都有他们的真名，并希望通过这些名字来识别，但这是不可能的。随着韩国社会变得更加多样化，认知框架也需要反映变化。在对新移民子女的教育方面，韩日教育的实践和研究批判了全盘同化，强调个人背景多元化的价值。有必要进行进一步的研究，以制定一种共同的方法和方法，以全面改善教育。少

The purpose of this study is to examine the outcomes and issues in educational Practice of Korean minority since 1970. A total of 724 practice reports which have been presented in the National Convention Education for Foreigners in Japan(Zenkoku Zainichi Gaikokujin Kyoiku Kenkyu Kyogikai) during the last 24 years are analyzed. The foci of analysis are as follows :1)The logics behind promoting Korean ethnicity in Japanese schools ; 2)The Practice of identifying a real name ; 3)The location of Japanese within the education for Korean minority ; 4)The logics behind decisions to guaranteeing career opportunity for Korean students ; 5)The effects of contact with Korean minorities outside the school on Japanese teachers ; 6)Personal narratives of Japanese teachers who encounter Korean minority ; 7)The status and recognition of Korean teachers ; 8)Recognition of new-comer education.In addition to eight individual analyses listed above, the overall characteristics and issues of education for K … More orean minority are identified and summarized.The results reveal a unique mechanism underlying the education of Korean Minority. Firstly there is a cognitive framework to perceive Korean residence as the result of colonial rule and/or place them in a category as a discriminated ethnic minority. This results in a fixed positionality for both the Japanese and the Korean groups, and it also determines any relationship between the two groups living in Japan. For example Japanese teachers stereotypically perceive that all Korean students have their real(Korean) name and wish to be identified by the names, but this cannot be assumed. As the Korean community becomes more diverse, the cognitive frameworks need to reflect change.In the area of the education for new-comer children, the practice and research in Korean-Japanese education has criticizing the total assimilation and emphasizing the value of diverse personal background. Further study is necessary to develop a shared, approach and methodology for the overall improvement of education. Less